Emancipatory Education and Action Research. Action Research Series No. 1.

153 Pages·2012·2.22 MB·English

DOCUMENT RESUME
ED 381 413
SO 024 238
AUTHOR
Davidoff, Sue, Ed.; And Others
TITLE
Emancipatory Education and Action Research. Action
Research Series No. 1.
INSTITUTION
Human Sciences Research Council, Pretoria (South
Africa).
REPORT NO
ISBN-0-7969-1535-0
PUB DATE
93
NOTE
153p.
AVAILABLE FROM
HSRC Publishers, Private Bag X41, Pretoria 0001,
South Africa.
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DESCRIPTORS
*Action Research; Art Education;
Didacticism;
Educational Improvement; Educational
Research;
Foreign Countries; Higher Education; *Social
Action;
*Social Change; Social Theories; *Teacher
Role
IDENTIFIERS
*Emancipatory Learning; *South Africa
ABSTRACT
This book is the result of
a seminar on emancipatory
education and the action research projects
in the Department of
Didactics at the University of
the Western Cape in South Africa. The
book starts with questions regarding
the nature of action research.
This first chapter discusses the
meaning of some crucial organizing
concepts, asks questions regarding the fields
in which one might
undertake action research, and examines
the understanding of
emancipation. The second chapter contextualizes
the work that was the
focus of the seminar. The third chapter
problematizes disciplinary
knowledge-making with regard to the practice
of People's Education
and action research. This chapter
touches on three issues: (1) the
producers of knowledge; (2) the
types of knowledge that are used; and
(3) the kind of teaching and
learning materials that are employed.
Chapters 4-8, ia a certain
sense, form a separate section of the work
in that they treat the practice
of emancipatory action research
as
and where it occurs in actual institutionalized
education situations,
as well as in schools and other institutions in the
wider sense.
Chapter 4 focuses on emancipatory education
practice in art
education. Chapters 5 and 10 look at
the use of socially critical
action research in promoting greater
measures of reflective teaching
in preservice teacher education.
Chapter 6 presents a case study that
addresses the difference between the democratic
rhetoric that
teachers often use outside of their
classrooms, and the authoritarian
manner that many of them adopt in the teaching
situation. Chapters
7-9 focus on the challenges that face
emancipatory action research in
South Africa. The final chapter, 11, provides
an overview. (DK)
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2
EMANCIPATORY EDUCATION
AND ACTION RESEARCH
3
EMANCIPATORY
EDUCATION AND
ACTION RESEARCH
Editors:
Sue Davidoff
Cyril Julie
Dirk Meerkotter
Maureen Robinson
Human Sciences Research Council
Pretoria
1993
4,
C Human Sciences Research Council,
1993
Convention. In
This book is subject to copyright under the Berne
no part of this book may
of
terms of the Copyright Act, No.
98
1978,
electronic
be reproduced or transmitted in any form or by any means,
including photocopying, recording or by any
or mechanical,
in
information storage and retrieval system, without permission
writing from the publisher.
ISBN 0-7969-1535-0
First published
1993
Cover design: G. Basson
Electronic data capture: Susan Smith
Published by:
HSRC Publishers
Private Bag
X41
PRETORIA
0001
Printed and bound by Sigma Press (Pty) Ltd, Pretoria
5
PREFACE
Purpose of seminar'
Since the early eighties a number of people in the Western Cape,
first at the University of Cape Town and later at the University of the
Western Cape (UWC), have been working in the field of emancipatory
education in general, and more specifically in emancipatory action
research. There has, however, not always been the opportunity to
reflect collectively on one's work and thoughts regarding liberatory
- or in any other
teaching and learning in schools and classrooms
situations and institutions for that matter.
Apart from the fact that action researchers in the Western Cape
as a
whole do not regularly, get together to share ideas related to
emancipatory action research, we found that even those of
us who
work on projects within the Department of Didactics at UWC hardly
ever managed to find the time to discuss our work with one another.
Not that we would expect major disagreements regarding
a notion
that the concept of "emancipatory action research" involves
more
than the teacher simply understanding her
own practice as an
individual person. But, an emancipatory approach to action research
would also be about the democratisation of social situations and that
the purpose thereof
without being romantic about what could be
achieved
would be to bring about change in a wider social context
as well. In spite of that, we would like to believe that all of us are
engaged in projects aimed at school and classroom practices which
might, hopefully, lead to forms of democratic participation by all
involved, the need to reflect on a more frequent basis about where
we
we might be; what our understanding is of where we
think
are;
really
and to
we actually can succeed in bringing about change.
what extent
How our work relates to emancipatory action research projects
elsewhere has also not always been adequately discussed. One of the
interesting differences between some action research projects in the
Department of Didactics at UWC and efforts
to bring about
educational change in many other parts of the world, is the overt
emphasis on the political role of the teacher.
6
opportunity to discuss our
We therefore saw this seminar as an
and rigorously, particularly in
work at the University reflectively
the action research projects in
respect of emancipatory education and
the participants in the
the Department of Didactics. That most of
students, researchers from the Human
seminar would be post-graduate
teachers working in the area
Sciences Research Council and university
Programme in Action
of emancipatory education (e.g. the Master's
by Prof. Owen van den
Research and School Improvement, introduced
Project; and the Action
Berg in 1987); the Materials Development
fact that all were very
Research Project, did not distract from the
work remains hollow and
conscious of the reality that, in the end, our
And it is essential that
meaningless without the teachers in the field.
where teachers and other action
this seminar be followed by others
towards democratising
researchers who work, or would like to work,
the establishment of
the school and school classroom can contribute to
the
networking forms part of the basis. However,
a forum in which
immediate purpose of the two days' proceedings was:
education and
To discuss our ideas regarding emancipatory
action research.
research practices and to
To reflect on what we do in our own
thereof might be for
think critically about what the implications
teachers, students and the community as a whole.
education
...
work and to establish
* To look at the context in which we
of the People's
whether there is a link between the purpose
could eventually
Education Movement and the "mission" of what
research project - in
become the emancipatory education/action
of the Western Cape.
some or the other form -
seminar/workshop so that the
To publish the proceedings of this
*
and be
ideas we have expressed can become public for critique
of teaching
shared with others working for the democratisation
and learning situations.
the purpose of the
The book, and this is basically in line with
interesting questions by
seminar referred to above, starts with some
regarding the nature
Wally Morrow, Dean of the Faculty of Education,
of action research in
of action research. He writes that the popularity
"disillusionment"
the field of teaching has as its main inspiration a
ii
with traditional research in education which has, in spite of
generations of "rigorous" effort and lavish resources devoted to it,
done little to fulfil its "promises". Ir_ his contribution Morrow dwells
on the meaning of some crucial organizing concepts; asks questions
regarding the fields in which one might undertake action research;
our
understanding of "emancipation"; and ends the first chapter with
a
confession that his thoughts about the topic have simply raised further
riddling questions which he expected the workshop to address and to
contribute to the answering thereof.
The second chapter contextualises the work which
was the focus
of the seminar. Dirk Meerkotter refers to the
purpose of this chapter as
having to reflect on the extent to which the action research projects
generally associated with UWC's Department of Didactics relate to
the struggles waged by organisations such
as the National Education
Co-ordinating Committee (NECC) and its
student and teacher
affiliates. To be more specific, How do the mentioned action research
programmes contribute to sustain and further develop the ideas and
underlying transformatory ethos of People's Education
as expressed
(since 1985) by NECC conferences and conventions?
Cyril Julie problematizes disciplinary knowledge-making with
regard to the practice of People's Education and action research in
the third chapter. He touches in a challenging
way on the following
three. issues: the "producers" of knowledge, the type(s) of knowledge
that is/are used, and the kind of teaching and learning materials which
are employed. He points out that the intention of his questions is not
that the emancipatory action research project should test
its
movement in line with the concerns of "content" in People's
Education. Rather, the intention is to provide
a sounding board for
the project for the development of its research agenda.
Chapters four to eight, in a certain sense, form
a separate section of
the work in that they treat the practice of emancipatory action
research as and where it occurs in actual institutionalised education
situations (such as classrooms specifically), as well
as in schools and
other institutions in the wider sense. Sandra Kriel's contribution in
Chapter Four on emancipatory education practice in art education
is
informed largely by Habermas's "knowledge-constitutive interests"
which are addressed in a more theoretical
way by Johann Mouton in
iii
3
Chapter Ten. The fifth chapter is concerned with the efforts of
research'',
Cassiem Savahl to use what he calls "socially critical action
in order to promote greater measures of reflective teaching in pre-
("Coloured
service teacher education at a House of Representatives
Affairs") college of education. Trevor van Louw presents a case study
the
in the following chapter which addresses the difference between
democratic rhetoric that teachers often use outside of their classrooms,
and the authoritarian manner which many of them adopt in the
teaching and learning situation. Both Chapter Seven and Eight take as
their focus the challenges that face emancipatory action research in
South Africa. In Chapter Seven June Pym takes a conscious and "on
the ground" look at some of the issues and realities, rather than the
research style of
answers, that are facing an emancipatory action
education. Maureen Robinson, in the spirit of the purpose of the
workshop, entitles the eighth chapter "Action research and the
challenge of change". She has coordinated the small but very
influential initiative known as the Materials Development Project in
the Department of Didactics for the last four years, and uses her
experience in the field of teacher development as a basis for
commenting on some challenges facing emancipatory action research
in our country today.
The ninth chapter serves as a bridge between the previous five
chapters on emancipatory educational practice and the challenges
facing emancipatory action research in particular in a changing South
African socio-political context. In "Emancipatory action research in
South Africa: Fanning the fires of theory and practice", Sue Davidoff
concludes by stating that:
(she) would like to tread with caution around the seemingly absolute
claims that Grundy and Carr and Kemmis tend to make about
emancipatory action research: "symmetrical communication"; "true
and perhaps think, in our
consensus"; "control of education"
...
context, more fluidly about first
teachers welcoming
like
steps
"outsiders" into their classrooms, or wanting to become more creative,
These gains, it would
or actively engaging in materials development.
seem to (her), are real steps towards emancipation.
iv
Much of the work referred to in the preceding chapters is based on
an often uncritical acceptance of Habermas's thoughts regarding
emancipation. In a critical analysis, Johann Moutoa in Chapter Ten
("Critical social science and the emancipatory interest") points out
that, according to Fay, Habermas's
notion of emancipation
with the concomitant ideals of
built on a very
enlightenment and empowerment
has been
optimistic and also unrealistic ontology of human nature. An ontology
that ignores the other side of human nature. His plea is that we must
recognize the limits to human reason, the facts of dependency,
concealment and repression, which all form part of being human.
Melanie Walker had been asked to deliver an international
overview paper on emancipatory action research as an introduction
to the proceedings of the seminar, which she did. However, the editors
were of the opinion that for the book, the overview should come as a
final chapter. The reason being that one not so much wanted to
measure what we do against an international yardstick, but rather that
we inform the reader about our own work, our own views on
emancipatory education, and how that would connect to the struggle
for education in South Africa in general and in the Western Cape to be
more specific - and then to look at that against what is happening
elsewhere. The relation between Melanie Walker's "Pragmatists,
sceptics, evangelists, idealists? Towards shaping a critical tradition of
action research in the South African context" and the other
contributions made during the two days is captured in her final
paragraph with the statement that the question we need to ask is not
so much, What is emancipatory research?, but rather:
Who, and what purposes does our work serve, and
Whose problems do we try to understand through our research?
*
The section
"Seminar reflections"
by Cyril Julie, Ashiek
Joanna Nkosi and Brenda Sonn addresses questions and issues raised in
the seminar. This report does not only link with the first chapter by
Wally Morrow when it again refers to the primacy of reflection in
action research, but also, in a very logical way leads into the Postscript
by Owen van den Berg who was on sabbatical at the time of the
workshop and wrote his "Reflections of s non-participant" after he
10